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New York State Academy for Teaching and Learning
Final Learning Experience
Residing Address(including
street, city, state, and zipcode)
Phone Numbers
Email Address
Contact Information
Jill Turner
6730 Velie Road
Savona, NY 14879
Home Phone
N/A
[email protected]
Cell Phone
607-661-6509
School Information
Fourth Grade
Grade Level Instructed
Science: Photosynthesis
Content Area addressed within LE
Kenmore- Town of Tonawanda Union Free
School District in which the LE was
School District
implemented
Hamilton Elementary
Specific School within District
44 Westfall Drive
School Address (including street, city, state,
Tonawanda, NY 14150
and zip-code)
Title of Learning Experience: Photosynthesis
NYS Standards/Performance Indicators correctly coded from NYS Documents and
Congruency Table:
Level: Elementary
Learning Standard: MST
MST Standard: Science
Content Standard: Content (4)
Area of Study: Living Environment
Key Idea: (6) Plants and animals depend on each other and their physical environment.
Performance Indicator: (6.2) Describe the relationship of the Sun as an energy source for
living and nonliving cycles.
Major Understanding: (6.2a) Plants manufacture food by utilizing air, water, and energy from
the Sun.
Bold and underline the Standard/Performance Indicator Instructional Level being assessed.
Elementary/Beginning
Intermediate
Commencement
Alternate/Students with Disabilities
Peer Review Date: October 28, 2010
Peer Review Focus Question(s):
 How could I improve my assessment plan?
 What would be a better Essential Question?
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J. Turner, Page 1
Learning Context
Purpose/Rational for Learning Experience:
The purpose of this learning experience is to express to students that plants make their
own food, through a process called photosynthesis, by using energy from the sun to change
carbon dioxide and water into food. This learning experience was developed as part of a science
unit on plants. During this unit students study the parts of the flower parts, how plants
reproduce, how plants make their own food, and the life cycle of a plant. This particular learning
experience addressed how plants make their own food.
Enduring Understanding(s):
Plants use energy from the sun to make their own food.
Essential Question(s):
How do plants live and grow?
Guiding Question(s):



Do plants eat the same food as humans?
What do plants need to be able to make their own food?
How do plants obtain food?
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J. Turner, Page 2
Congruency Table
Title of Learning Experience: Photosynthesis
Instructional Level: Elementary
Grade Level: Fourth
Level: Elementary
Learning Standard: MST
MST Standard: Science
Content Standard: Content (4)
Area of Study: Living Environment
Key Idea: (6) Plants and animals depend on each other and their physical environment.
Performance Indicator: (6.2) Describe the relationship of the Sun as an energy source for
living and nonliving cycles.
Major Understanding: (6.2a) Plants manufacture food by utilizing air, water, and energy from
the Sun.
Major
Understanding
6.2a
Plants
manufacture
food by utilizing
air, water, and
energy from the
Sun.
Instructional Task
As a class each
student will label a
diagram showing
how plants get air,
water, and energy
from the Sun.
Working
independently the
students will do the
Photosynthesis
Equation Activity.
They will organize
five cards to show
that plants use air,
water, and energy
to make food.
They will glue
these cards onto a
sheet of paper.
Students will
independently write
a paragraph
explaining what a
plant needs for
photosynthesis to
occur.
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Learning
Objective
The learner will be
able to orally
identify the three
items a plant needs
to make its own
food.
The learner will be
able to identify in
writing how plants
get what they need
for photosynthesis
to occur with 90100% accuracy.
Student Work
A diagram
showing how
plants get air,
water, and energy
from the Sun.
Assessment Tool
The students will be
informally assessed
through class
discussion and teacher
observations.
An equation
showing that
plants utilize air,
water, and energy
from the Sun to
manufacture
food.
A paragraph
explaining how
plants make their
own food.
The photosynthesis
Description rubric will
be used to assess each
student’s knowledge of
how plants use air,
water, and energy
from the Sun to make
their own food based
on:
 Content
 Neatness
 Paragraph
J. Turner, Page 3
Overview of what students need to know/be able to do in order to succeedPrior to Implementation:
Students should know that plants are living things. They should also know the parts of
plants. Students may remember from last year that plants make their own food, but will learn in
this lesson how they are able to do that. Students should also be familiar with the classroom
rules and classroom setup. A floor plan and the classroom rules can be found on pages 16 and
17.
During Implementation:
Students are required to follow along as classmates read from the book and each student
will be given the opportunity to read aloud if they want to. As a whole group the class looks at
the photosynthesis diagram sheet and fills in each part of the photosynthesis equation. Next
students watch a video made by scholastic called The Magic School Bus Gets Planted. During
this video ask the students to watch and see if all the components of photosynthesis that they
learned about are talked about in the video. After the video, students complete the
Photosynthesis Equation Cards activity. Then, to conclude the lesson, students will write a
paragraph explaining photosynthesis.
After Implementation:
Resulting from this lesson, students will know that plants make their own food. This will
help them in the next unit to determine where plants fit in a food cycle and food web. Following
the completion of the Learning Experience, the teacher uses the Photosynthesis Description
Rubric to assess the students’ paragraphs about photosynthesis. Information gathered from the
summative assessment will determine future instructional planning and implementation.
Key Subject-Specific Vocabulary:
Producer- an organism that is able to make its own food
Consumer- an organism that feeds on other plants or animals
Decomposer- an organism that breaks down the cells of dead plants and animals into simpler
substances
Chlorophyll- the substance in plants that makes them green
Oxygen- colorless, odorless gas in the air that plants release and animals breathe in
Carbon Dioxide- colorless, odorless gas in the air that is absorbed by plants and animals breathe
out
Energy- any source of usable power
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J. Turner, Page 4
Assessment Plan
Diagnostic Tool (Pre-Assessment)
The students will be pre-assessed based on their answers to the Plant Questionnaire that is
given the day before this lesson is taught or the morning of the day the lesson is taught. During
the anticipatory set the teacher will ask the students how they think plants get food and the
teacher will take mental notes of some of the responses. This will serve as an informal second
pre-assessment. These pre-assessments will tell the teacher what the students know about the
needs of plants before the lesson is taught. The pre-assessments will also tell the teacher if
he/she should spend more or less time discussing any particular parts of the lesson. If students
already know one part then a quick summary of the information is good and more time can be
spent on new information.
Formative Assessment (During Learning):
Students are assessed throughout the lesson based on teacher observations. As the
teacher is asking questions of individual students and during whole class discussions he/she is
taking mental notes of whether students are able to explain the process of photosynthesis and the
role of the sun’s energy. The students will also be assessed with the Photosynthesis Equation
Activity. Before students glue the cards to the page the teacher will check the placement of the
cards and see if students understand what plants need for photosynthesis to occur and what the
waste products of photosynthesis are.
Summative Assessment (Conclusion of Learning):
At the conclusion of the lesson, the students’ knowledge of photosynthesis is assessed.
To assess this knowledge, the students will be asked to answer in a paragraph the question, what
is photosynthesis? They will be given four specific areas they need to discuss in this paragraph.
These areas will be written on the board so students can refer to them when writing their
paragraph. The teacher will use the Photosynthesis Description Rubric to determine a score for
each student’s paragraph. Using the Photosynthesis Description Rubric the students will be
scored on the content of their paragraph, as well as if it is written with neat, legible writing in a
paragraph with four sentences.
Scoring Rubric Alignment to NYS Standards and Performance Indicators:
The scoring rubric is used to gather information about the students’ knowledge of the
content that is being taught. The rubric relates directly to the performance indicator and major
understanding that is being taught in this lesson. The major understanding states, “plants
manufacture food by utilizing air, water, and energy from the Sun.” The rubric helps score the
students on whether they can identify these three things as what a plant needs to be able to make
its own food. The results gathered from the rubric will be used as a grade for this assignment
and the overall science unit. The rubric and grade on this assignment will not influence any
other semester grades. However, the results will serve as a guide for future instruction in this
area of study and in English Language Arts. The paragraph format should be followed will be a
good writing sample to look at to see where the students need more instruction in their writing.
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J. Turner, Page 5
Students Role in the Assessment Process:
Before the students are assessed they will be given an opportunity to ask questions and
get clarification on anything they may have been confused about during the lesson. For the
summative assessment students will be told exactly what they need to put in their paragraph to
receive full credit. It is their decision if they include all components or not, which will then
affect their grade.
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J. Turner, Page 6
Student Work
Grade Level and General Ability of Students:
This lesson was implemented at Hamilton Elementary School in Miss Cowell’s
fourth/fifth grade special education classroom. Miss Cowell’s class consists of six students, 4
boys and 2 girls. All students in this class have an Individualized Education Plan (IEP) and are
diagnosed as Emotionally Disturbed. The performance levels of the students range in academic
ability from developing to proficient, to distinguishing levels. Many different modifications are
made to meet the different needs of the students in the classroom. There is one fifth grade
student and five fourth grade students. One fourth grader only reads at a level E, first grade
level, so therefore it is difficult for him to participate in grade level group readings. For reading
instruction he goes to the second/third grade special education classroom and has a lesson each
day with their level D reader. Another student has focusing problems and will continually be
looking behind her. Her desk was moved to the back of the room, right in front of the teachers’
desk so she is closer to the teacher making it easier to quietly remind her of her tasks.
Graphic Summary Displaying Levels of Student Achievement at the Distinguished,
Proficient, and Developing Levels:
Distinguished
Brian
Proficient
Michael, Isaiah, Zachary
Developing
Felicity, Caitlyn
Graphic Summary of Pre/post Class Scores:
Student Name
Pre Assessment
Brian
1
Michael
1
Isaiah
1
Zachary
1
Felicity
1
Caitlyn
1
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Post Assessment
3
2
2
2
1
1
J. Turner, Page 7
3.5
3
2.5
2
Pre-Assessment
1.5
Post Assessment
1
0.5
0
Brian
Michael
Isaiah
Zachary
Felicity
Caitlyn
I didn’t give a formal pre-assessment for this lesson, but from the discussion I had with
the students during the anticipatory set I learned that the students didn’t know much about
photosynthesis. They could tell me that plants need water, but didn’t know what plants used for
food or how they got it. Students also knew that plants “sucked” water up through their roots.
This was the only information the students knew, all other information presented to students was
new to them. Therefore, for the pre-assessment scores I gave all students a 1 because they were
able to name one thing a plant needs to survive and how the plant gets that item.
Distinguished:
The student work that was labeled distinguished had completed all the activities. The
student also wrote a paragraph about photosynthesis that received a three or four when scored
using the Photosynthesis Description Rubric. Student work clearly shows that they understand
the material presented in this lesson.
Proficient:
The students whose work was labeled proficient had completed all the activities but could
use some additional instructions in this content area. The student also wrote a paragraph about
photosynthesis that received a two when scored using the Photosynthesis Description Rubric.
The students understood the concepts that were being studied to an extent; but they may need
further instruction in a certain area.
Developing:
The students whose work was labeled developing had struggled completing the activities
during this lesson. The student also wrote a paragraph about photosynthesis that received a one
when scored using the Photosynthesis Description Rubric. The paragraph either wasn’t complete
or showed that the student was clearly confused.
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J. Turner, Page 8
Procedures
Anticipatory Set
Ask students what they ate the night before. Make a list of these items on the board. Ask
if they've ever seen a flower or tree eat any of these items. Ask if they know how plants get
food. After a few guesses tell the students we are going to read about plants characteristics and
how they get food.
Instructional Activities:
Input and Modeling:
Read Photosynthesis: Changing Sunlight into Food by Bobbie Kalman aloud to the class.
Stop periodically to ask questions and summarize what is being read. At the end of the book
lead a short disscussion. Guide the discussion by asking the following questions.
Discussion Questions:
1. What are three characteristics of plants? (knowledge)
2. In what part of the plant cell does photosynthesis occur? (knowledge)
3. Photosynthesis takes place in the chloroplast which contains chlorophyll which makes
plants green. What can you conclude about a plant that is not green? (synthesis)
4. Can you predict what would have happened if plants were unable to get one of the
components needed for photosynthesis? (synthesis)
Guided Practice and Check for Understanding
Explain photosynthesis with a little more detail. Begin by asking what the components of
photosynthesis are. If the students can’t remember from the book then have them look in their
science textbooks on page 48. As the students name the components write them on the board.
Then put the photosynthesis diagram overhead on the projector and describe the different parts to
the students. After discussing the photosynthesis diagram have the students label their own copy
of the photosynthesis diagram for their science notebook. After diagrams are labeled ask what
three things are needed for photosynthesis to occur and what the waste products of
photosynthesis are.
When all students have completed the photosynthesis diagram put in The Magic School
Bus Gets Planted video and tell students to watch the video to see if all the components of
photosynthesis just discussed are in the video. When the video is over discuss the process of
photosynthesis again in term of what Phoebe has to do to be able to grow once she becomes a
plant.
Independent Practice:
Give out one set of cards to each student and ask them to put all the things needed for
photosynthesis to occur on one side of the arrow and put the waste products of photosynthesis on
the other side of the arrow. When a child thinks they have the cards arranged correctly, they
raise their hand. Check their work and have them glue the cards onto a sheet of paper if they are
correct. If they are incorrect explain what they put in the wrong place and why and then have
them glue. After all cards are glued students are to put the paper in the science section of their
binder.
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J. Turner, Page 9
Closure:
Write the question “What is photosynthesis?” on the board. Under the question write
four bullets that outline the four things they need to include in order to get full credit. These
bullets can be taken from section four of the Photosynthesis Description Rubric.
Assessment:
The students’ attainment of the behavioral objectives will be assessed through their
independent practice paragraph. The Photosynthesis Description Rubric will be used to assess
these paragraphs. If a student receives a three or four on their paragraph then it is known that
they understood and processed the lesson. If a students receives a zero, one, or two then it is
evidence he/she didn’t understand something and the material from the lesson should be
reviewed or retaught to him/her.
Resources and Materials Required for Instruction
References:
 Science Textbook
 The Magic School Bus Gets Planted VHS by Scholastic
 http://www.realtrees4kids.org/sixeight/letseat.htm
 Photosynthesis: Changing Sunlight into Food by Bobbie Kalman
Supplies:
 chalkboard
 chalk
 overhead Projector
 overhead markers
 glue
 paper
 pencils
Student Materials:
 Photosynthesis Diagram Overhead
 Photosynthesis Diagram
 Photosynthesis Equation Cards
 Photosynthesis Description Rubric
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J. Turner, Page 10
Modification Tables
Specific modifications were taken into consideration during the development of this lesson.
The following modifications were designed to improve the engagement of the students and their
ability to retain the material being presented.
Modification Type: Environmental/Management
Specific Modification
Rational
Benefits
1. Preferential Seating
One student needs to be closer By seating the student with
to the teacher so it is easier for attention problems next to the
the teacher to quietly touch the teacher she is focused for
students shoulder and bring
longer periods of time and gets
her attention back to the work more work accomplished.
being done.
The two girls don’t get along
and will verbally fight and
interrupt the entire class.
Specific Modification
1. Whole group and Individual
Instruction
Specific Modification
1. The use of the
Photosynthesis Diagram.
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By seating the two girls at
opposite sides of the room there
are less interruptions and the
class can get more academic
work accomplished.
Modification Type: Instructional
Rational
Benefits
Providing students with an
Students are more likely to
opportunity to work in a
remain engaged and interested
variety of instructional
when they get to work as a
settings optimizes their ability group and individually rather
to retain the information
than just one or the other.
presented. Students preferred Keeping students engaged will
learning styles are varied and
lead to students taking in more
therefore instructional settings information and becoming more
should be varied.
successful.
Modification Type: Content/Material
Rational
Benefits
Students learn in a variety of
Students will retain more
different ways. One of my
information if the material is
students had an auditory
presented to them in multiple
processing disorder, so
ways, such as visual and
anytime a picture, diagram,
auditory.
graph, etcetera could be used
it would help him learn to his
full potential.
J. Turner, Page 11
Specific Modification
1. Time
Modification Type: Task
Rational
1. Students work at different
paces and have different
requirements on their IEP’s
especially when it comes to
assessments.
Benefits
1. Allows students to work at a
pace that is comfortable for
them and learn to their
maximum potential.
Time Required
Planning:
In order to implement this lesson the teacher must prepare the Photosynthesis Equation Cards,
Photosynthesis Diagram, and Photosynthesis Description Rubric. Taking into account the
preparation time for all the previously mentioned materials, the teacher should allow two hours.
Implementation:
The total time allotted for the implementation of the lesson is approximately one hour and
ten minutes.
Assessment (per student):
In order to correct the summative assessment, the teacher should allow 5-8 minutes per
student paper.
Schedule/unit plan:
This lesson is part of a unit on plants that is taught over a period of three weeks, eight
lessons. The unit consists of the flower parts, how plants reproduce, how plants make their own
food, and the life cycle of a plant. This lesson is implemented in the middle of this unit. Before
this lesson the students have three lessons about plants. They are plant parts, flower parts, and
how plants reproduce. After this lesson there are two lessons on the life cycle of a plant, a
review lesson, and a unit test.
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J. Turner, Page 12
Reflections
This learning experience was developed as part of a science unit on heat, light, and sound
energy. The idea in the development of this particular lesson was to help the students understand
that plants are producers and make their own food by changing the sun’s energy into sugars.
The teaching objective of this lesson was for the students to understand that some
organisms can make their own food through a process called photosynthesis. Students would
also learn the things needed for photosynthesis to occur and the waste products of
photosynthesis. The students were taught these concepts through the variety of activities that
took place during this lesson. The full lesson was implemented and all information was
conveyed to the students in an age appropriate way.
The learning objectives of this lesson were for the learner to be able to orally identify the
three items a plant needs to make its own food and identify in writing how plants get what they
need for photosynthesis to occur. These objectives relate to the major understanding that states
plants manufacture food by utilizing air, water, and energy from the sun. Through the reading,
discussion, video, Photosynthesis Diagram, and Photosynthesis Equation Activity that took place
during the lesson the students were able to learn the process of photosynthesis and identify the
three items a plant needs to be able to make its own food. When the students wrote their
paragraphs about photosynthesis they were given the opportunity to explain what they learned
about how a plant gets what they need for photosynthesis to occur.
Students were able to name the three items a plant needs and were excited to know how
to help plants. One student asked, “Miss Turner, shouldn’t our plant be near the window so it
can get sun light?” Through him asking this question I knew he was understanding the lesson
and already applying it in his life!
Through this lesson, students will be more prepared for life outside school because they
will understand the importance of the sun to plants. Students will know that without the sun’s
energy plants couldn’t live. This will help them if they have a garden, plant a flower, or try to
grow any other plants. Students will know that a plant needs more than just water to live and
grow.
The implementation of this lesson went smoothly, but at the completion of scoring the
students rubrics it became clear that a couple students had confusion about where the things
plants need come from and how a plant absorbs them. When teaching this lesson again I may
teach it in two days. I would use day one to introduce photosynthesis with The Magic School
Bus Gets Planted video and day two to elaborate on the process.
After the implementation of this lesson I had the lesson peer reviewed. My peer review
occurred on Thursday, October 28th, 2010 at Daemen College. During this peer review I had two
focus questions for my peers to think about. These questions were, how could I improve my
assessment plan and what would be a better essential question? There were many suggestions
for how to improve my assessment plan. I took some of their suggestions and changed parts of
my lesson to make it better for the future. Two suggestions I used were to make a formal preassessment and changing the layout of my Photosynthesis Description Rubric. Without a formal
pre-assessment there is no evidence that the lesson actually taught the students anything. My
original Photosynthesis Rubric didn’t assess all three areas I was looking at, so I changed the
layout and added the other two components. During the peer review one of my peers
commented that, “This is a good lesson that was well thought out and is written up nicely, with
only a few additions it will be finished!”
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J. Turner, Page 13
Appendicies- attachments
1. Sample Letter Home
2. Classroom Floor Plan
3. Classroom Rules
4. Classroom Procedures
5. Blank Plant Questionnaire
6. Blank Photosynthesis Diagram
7. Blank Rubric
8. Teacher Exemplars
9. Samples of Students Work (Distinguishing, Proficient, Developing)
10. Peer Review Comments
11. Power Rubric
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J. Turner, Page 14
Dear Parent or Guardian,
As the new school year gets underway I would like to start off by
introducing myself. My name is Miss Turner and I will be a student teacher in
your son/daughters classroom. This opportunity is the last step I will take
before receiving my Bachelors Degree in elementary/special education from
Daemen College. I’m very excited to be here at Hamilton Elementary. I will be
in the classroom working with Ms. Cowell until October 22nd.
As a student teacher I am required to give a presentation to my college
class at the end of the semester. For this presentation I would love to have
pictures of the classroom and the students actively engaged in activities. If you
would be willing to allow me to photograph your son/daughter and use the
photographs in this presentation and in my career portfolio, please sign the
form below and return it to school with your child.
I’m looking forward to getting to know you and your child in the
upcoming weeks. We will have many wonderful experiences and opportunities
to learn and grow in the days ahead.
Sincerely,
Miss Turner
Photography Permission Slip
I give permission for my child to be photographed at Hamilton
Elementary by Jill Turner. I also give permission for her to use those photos in
her Daemen College class and in her career portfolio.
____________________________________
Child’s Name
____________________________________
Parent/Guardian Signature
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J. Turner, Page 15
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J. Turner, Page 16
Classroom Rules
1. Follow directions given by the teacher immediately.
2. Please raise your hand for permission to speak.
3. Keep hands and feet to yourself.
4. Put all materials back in their proper place.
5. Work quietly on assigned independent tasks.
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J. Turner, Page 17
Classroom Procedures
Entering the Classroom

In the morning:
o take your agenda, homework folder, and any other necessary supplies out of your
backpack
o hang your backpack in the closet and walk into the classroom quietly
o turn in homework to the appropriate bin
o sharpen pencils and begin working on any morning work listed on the board
 After specials:
o walk into the classroom quietly
o sit quietly and wait for instructions from the teacher
Exiting the Classroom


At the end of the day:
o Make sure all homework assignments are written in your agenda
o Clear the top of your desk
o Clean under and around your desk (pick up all pencils, papers, etc.)
o Put your chair up and wait quietly to be dismissed
Before specials:
o Push in chair
o Line up quietly at the door
o Wait for teacher permission to leave the room
Bathrooms/Drinks


Ask permission to use the restroom during any regular work period.
Unless it is an absolute emergency wait until after the teacher is done teaching a lesson to
ask to go to the bathroom
 You may get a drink from the drinking fountain any time the teacher is not teaching just
raise your hand and ask
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J. Turner, Page 18
Name:
Plant Questionnaire
Directions: Circle true if the statement is correct and false if the statement is wrong.
1. Plants need the sun’s energy.
True
False
2. Plants can make their own food.
True
False
3. A flower can grow in a box as long as it has water.
True
False
4. The air is important to keep a plant alive.
True
False
5. Photosynthesis means to take a picture of a plant.
True
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False
J. Turner, Page 19
Photosynthesis Description Rubric
4 Points
3 points
2 points
Content
Paragraph
Paragraph
Paragraph
Weight 3
identifies three
identifies three
identifies two
Point Score: ___ things a plant
things a plant
things a plant
needs to be able needs to be able
needs to be able
to make its own to make its own
to make its own
food and
food and explains food and explains
explains where where the three
where two things
the three things things a plant
a plant needs to
come from and needs to make its make its own
how the plant
own food come
food come from
absorbs them.
from or how the
or how the plant
plant absorbs
absorbs them.
them.
Neatness
Writing is
Weight 1
neatly done and
Point Score: ___ easy to read.
Paragraph
Response is
Weight 1
written in a
Point Score: ___ paragraph with
four or more
sentences.
Comments:
Three or more
words are written
sloppy and hard
to read, but the
rest of the
response is neat.
Response is
written in a
paragraph with
three sentences.
1 point
Paragraph
identifies one
thing a plant
needs to be able
to make its own
food and explains
where one thing a
plant needs to
make its own food
come from or how
the plant absorbs
it.
Entire response is Writing is
written sloppy,
illegible.
but is still able to
be read with some
effort.
Response is
written in a
paragraph with
two sentences.
Response is not
written in a
paragraph.
Make sure to include:
____ three things a plant needs to be able to make its own food
____ where the three things come from
____ how the plant absorbs the three things
Paragraph should be:
____ neat, easy to read writing
____ have four or more sentences
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J. Turner, Page 20
Teacher Exemplar
Plants make their own food through a process called photosynthesis. For this process to
occur the plant needs water, carbon dioxide, and light energy. The plant will absorb water
through its roots and the stem will transport it to the leaves where photosynthesis occurs. The
leaves of the plant will absorb carbon dioxide from the air. The last ingredient needed is light
energy that a plant takes in from the sun through its leaves. A plant will use the light energy to
change the water and carbon dioxide into food. This food is called sugar and is carried through
tubes in the stem to other parts of the plant.
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J. Turner, Page 21